Training and Development Report: WSQ Framework in VUCA Environment

This report delves into the Singapore Workforce Skills Qualification (WSQ) framework, a national credentialing system designed to enhance employee competencies. It examines how WSQ addresses challenges presented by the VUCA environment (volatility, uncertainty, complexity, and ambiguity). The report discusses the key components of the WSQ framework, including competency maps, qualifications, curriculum, and assessment guides. It highlights how WSQ aligns with VUCA by providing modular competencies and formal recognition of skills, supporting leadership development, and enabling organizations to maintain a skilled workforce. The analysis covers the benefits of WSQ in promoting professional development, reducing manpower costs, and fostering global competitiveness. The report concludes by emphasizing the importance of WSQ in benchmarking corporate leadership capabilities and adapting to the evolving trends and processes in the workplace.

Running head: TRAINING AND DEVELOPMENT
Training and Development
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Contents
Introduction......................................................................................................................................2
Discussion........................................................................................................................................2
Conclusion.......................................................................................................................................4
References........................................................................................................................................5

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Introduction
This WSQ framework is a national credentialing system and it helps in the training,
assessment and development of the key competencies which companies try to find in their
employees. These are based on the national standard developed by WDA (Singapore Workforce
Development Agency). This paper will highlight how WSQ framework addresses the challenges
which are brought out by VUCA environment. VUCA helps in retaining a clear vision against
the judgments which are made with appropriate responses and flexibility (Toh, 2017).
Discussion
The Singapore Workforce Skills Qualifiaction(WSQ) system is a long-term education
and training scheme which is designed for the matured workers and it complements with the
prescribed education process of the students. This training programme is available to all workers
and it does not involve any academic qualifications. Some key components of WSQ framework
are the competency map, qualifications framework, curriculum ,competency standards, training
and assessment guide (Reeves & Reeves, 2015). The qualifications which are required for WSQ
represents the various achievements which are necessary for the learning outcomes and this are
generally identified as the set of competencies for different levels in the workplace. These
qualifications cover multiple competency units and there are generally certain levels of WSQ
qualifications. There are more than 30 Singapore WSQ and they are categorized mainly into two
broad aspects i.e. industry and occupational skills and foundation skills. The courses are
delivered through WDA Approved Training Organizations (ATO) or Continuing Education and
Training Centers (CET) centers (Bennett & Lemoine, 2014).

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The concept of VUCA was introduced in the early 90s and it was characterized by
volatility, complexity, uncertainty and ambiguity. The concept of VUCA took off after the
financial crisis of 2008 and 2009. The various concepts of VUCA described the business
environment. Due to volatility, there may be certain increase in the four dimensions i.e. type,
speed, volume and scale. Moreover, as a result of uncertainty it becomes difficult to predict the
future (Chawla & Lenka, 2017). Due to complexity, there may be widespread confusion and
there is no clear connection between the cause and effect and thus it affects the organizations. In
case of ambiguity, there will be lack of precision and the multiple meanings of the various terms
will lead to confusion in the business environment. It becomes difficult to predict the future as
the options are increasing exponentially and it is becomes difficult to predict the options. VUCA
environment also focuses on what is possible rather than what is likely to occur in the future
(Bennett & Lemoine, 2014).
The WSQ assesses, develops, trains and recognizes individuals on the basis of certain key
competencies that the organizations or the companies look in the potential employees. This is
designed to be more practical, affordable and accessible for the individuals to take the
responsibility of their own advancements and careers. WSQ is regarded as a powerful business
tool which is designed for the employees so as to maintain a skilled workforce (Ee & Chang,
2015). It also enhances the advances and the competitive edge in business. WSQ also meets
certain challenges of VUCA by following the national competency frameworks for the people
and the management body. It also gives greater access to certain forms of modular competencies
which are based on training and thus it leads to well recognized HR qualifications and
certificates (Sung et al., 2013). WSQ is designed to benchmark the capabilities of corporate
leadership and it provides a roadmap for the development and training of leadership (Evans,

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2015). WSQ through the assistance of VUCA allows the individual to gain formal recognition of
the various competencies within the recognized framework. The manpower cost can also be
reduced if there is flexibility in the work options (Sarkar & Sarkar, 2016). Certain practices can
be adopted by the management and thus it will be beneficial for the employees. The employees
do not valued or engaged if the labor market is given much more importance. Thus, it can be said
that the competencies which are required in performing the various functions in the organization
will reflect the deliverables and activities which are important for the organization to achieve so
that they fulfill the goals. This also creates professionalism of the industries to progress the
global competitiveness and also different avenues for the workers to enter different industries
(Gaba & Mishra, 2016).
Conclusion
Thus, it can be said that WSQ framework is designed for benchmarking the corporate leadership
capabilities and it provides a roadmap for the leaders. It also enables the leaders and the
managers to keep the information up-to- the- mark with the trends and processes through peer
and structure learning. Therefore, formal recognition of the various competencies is important
within the recognized framework.

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References
Bennett, N., & Lemoine, G. J. (2014). What a difference a word makes: Understanding threats to
performance in a VUCA world. Business Horizons, 57(3), 311-317.
Bennett, N., & Lemoine, J. (2014). What VUCA really means for you.
Chawla, S., & Lenka, U. (2017). Leadership for a VUCA Landscape: Transforming Indian
Higher Educational Institutes into Learning Organizations for Success.
Ee, J., & Chang, A. (Eds.). (2015). Preparing youths for the workplace. World Scientific.
Evans, K. (2015). 2-DEVELOPING THE CREATIVE POTENTIAL OF THE WORKFORCE:
RETHINKING THE PART THAT WORK-BASED LEARNING CAN PLAY. Towards
a new understanding of workplace learning: the context of.
Gaba, A. K., & Mishra, S. (2016). Skill Development through MOOC for Inclusive and
Sustainable Development: A Review of Policies in the Asian Commonwealth Countries.
Reeves, T. C., & Reeves, P. M. (2015). Educational Technology Research in a VUCA
World. Educational Technology, 55(2), 26-30.
Sarkar, A., & Sarkar, A. (2016). We live in a VUCA World: the importance of responsible
leadership. Development and Learning in Organizations: An International
Journal, 30(3), 9-12.
Sung, J., Ng, M. C. M., Loke, F., & Ramos, C. (2013). The nature of employability skills:
empirical evidence from Singapore. International Journal of Training and
Development, 17(3), 176-193.

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Toh, M. H. (2017). Singaporean economic development and peculiar observations on saving,
labour share, productivity and current account surplus. Institutions and Economies, 101-
130.